Age Groups and Lifestyle Effects Paper Instructions Graded; 20 pointsYou may recall learning earlier in the course that the 10 leading causes of death in the United States have changed considerably since the 20th century. Many of the risk factors associated with the leading causes of morbidity and mortality in adults in the U. S. currently are associated with health behavior and lifestyle choices. Community health workers must understand the health profile and common lifestyle and behavioral patterns of specific age groups in order to develop and offer effective primary, secondary and tertiary intervention programs and strategies. However, getting people to change their behavior can be a “hard sell”. 1. Choose a specific age group as identified in this week’s readings – Adolescent, young adult, or adult2. Go to this website to view the current facts on the 10 Leading Causes of Death in the U. S. http://www.cdc.gov/nchs/fastats/leading-causes-of-... (opens in new tab)3. Choose 2 causes from the Leading Causes of Death list that can be considered diseases of lifestyle4. In a paper of 500-600 words, discuss the lifestyle factors in your chosen age group that may be associated with the two causes of death you chose. 5. In your summary/closing of the paper, comment on why you think diseases of lifestyle are so difficult to prevent. In other words, why do the causes of death associated with diseases of lifestyle persistently rank so highly in the U. S.?This assignment is to be written in APA format (including Title Page and References page).

Please read the course materials for the week and then participate in this discussion by answering ONE of the following questions. Your response should be a minimum of 250 words. Click on "Start a new Thread" to post your response. All submissions are due by 11:59 pm EST on Thursday.The progress of logic and knowledge of the physical world during the Scientific Revolution was constantly at odds with the oppositional force of religion and mysticism. How were average Europeans, and the scientists themselves, affected by the dilemma created by these forces? What were the conditions necessary to advance astronomical knowledge from Copernicus to Kepler to Newton? How did they develop during the seventeenth century?One of our themes this semester is that before several transformations, people looked to the past in order to make sense of their universe; people lived in a world with little change; people were not particularly optimistic. All of this changed, however, over the course of several centuries. In the readings so far this semester, where do you see people beginning to look to other sources than an authority from the past; beginning to experience and expect more and more change in their lives; and beginning to expect the future to be better than the present? This question will appear again in Week 8.Drawing on the readings, describe a day in the life of one of the following 16th-19th century people. You may use your historical imagination to prepare your post, but make sure you use the readings to provide evidence for the details you include in your account. You may cite from credible outside sources in addition to the required readings. RulerChurch Authority - Protestant or Catholic - This can include a monk or nun, for anyone in the Church was seen as an authority by many in society. Intellectual - Scientist, Philosopher, Scholar, Writer, Musician, etc.MerchantPeasant / Farmer (The transition occurs in this period for most.)Read "Kepler's Discovery"Read "Nicolaus Copernicus" by Sheila Rabin.Read "Galileo's Place in Science" by Dava Sobel.Read "Newton's Legacy" by Peter Tyson.Read "How Big Is the Universe?" by Brent Tully.